Tag Archives: Academia

Privilege: Library Edition

When I came out against privilege, over a month ago, I wasn’t thinking about libraries. But, last week, while running some errands at three local libraries (within an hour), I got to think about library privileges.

During that day, I first started thinking about library privileges because I was renewing my CREPUQ card at Concordia. With that card, graduate students and faculty members at a university in Quebec are able to get library privileges at other universities, a nice “perk” that we have. While renewing my card, I was told (or, more probably, reminded) that the card now gives me borrowing privileges at any university library in Canada through CURBA (Canadian University Reciprocal Borrowing Agreement).

My gut reaction: “Aw-sum!” (I was having a fun day).

It got me thinking about what it means to be an academic in Canada. Because I’ve also spent part of my still short academic career in the United States, I tend to compare the Canadian academe to US academic contexts. And while there are some impressive academic consortia in the US, I don’t think that any of them may offer as wide a set of library privileges as this one. If my count is accurate, there are 77 institutions involved in CURBA. University systems and consortia in the US typically include somewhere between ten and thirty institutions, usually within the same state or region. Even if members of both the “UC System” and “CalState” have similar borrowing privileges, it would only mean 33 institutions, less than half of CURBA (though the population of California is about 20% more than that of Canada as a whole). Some important university consortia through which I’ve had some privileges were the CIC (Committee on Institutional Cooperation), a group of twelve Midwestern universities, and the BLC (Boston Library Consortium), a group of twenty university in New England. Even with full borrowing privileges in all three groups of university libraries, an academic would only have access to library material from 65 institutions.

Of course, the number of institutions isn’t that relevant if the libraries themselves have few books. But my guess is that the average size of a Canadian university’s library collection is quite comparable to its US equivalents, including in such well-endowed institutions as those in the aforementioned consortia and university systems. What’s more, I would guess that there might be a broader range of references across Canadian universities than in any region of the US. Not to mention that BANQ (Quebec’s national library and archives) are part of CURBA and that their collections overlap very little with a typical university library.

So, I was thinking about access to an extremely wide range of references given to graduate students and faculty members throughout Canada. We get this very nice perk, this impressive privilege, and we pretty much take it for granted.

Which eventually got me to think about my problem with privilege. Privilege implies a type of hierarchy with which I tend to be uneasy. Even (or especially) when I benefit from a top position. “That’s all great for us but what about other people?”

In this case, there are obvious “Others” like undergraduate students at Canadian institutions,  Canadian non-academics, and scholars at non-Canadian institutions. These are very disparate groups but they are all denied something.

Canadian undergrads are the most direct “victims”: they participate in Canada’s academe, like graduate students and faculty members, yet their access to resources is severely limited by comparison to those of us with CURBA privileges. Something about this strikes me as rather unfair. Don’t undegrads need access as much as we do? Is there really such a wide gap between someone working on an honour’s thesis at the end of a bachelor’s degree and someone starting work on a master’s thesis that the latter requires much wider access than the former? Of course, the main rationale behind this discrepancy in access to library material probably has to do with sheer numbers: there are many undergraduate students “fighting for the same resources” and there are relatively few graduate students and faculty members who need access to the same resources. Or something like that. It makes sense but it’s still a point of tension, as any matter of privilege.

The second set of “victims” includes Canadians who happen to not be affiliated directly with an academic institution. While it may seem that their need for academic resources are more limited than those of students, many people in this category have a more unquenchable “thirst for knowledge” than many an academic. In fact, there are people in this category who could probably do a lot of academically-relevant work “if only they had access.” I mostly mean people who have an academic background of some sort but who are currently unaffiliated with formal institutions. But the “broader public” counts, especially when a specific topic becomes relevant to them. These are people who take advantage of public libraries but, as mentioned in the BANQ case, public and university libraries don’t tend to overlap much. For instance, it’s quite unlikely that someone without academic library privileges would have been able to borrow Visual Information Processing (Chase, William 1973), a proceedings book that I used as a source for a recent blogpost on expertise. Of course, “the public” is usually allowed to browse books in most university libraries in North America (apart from Harvard). But, depending on other practical factors, borrowing books can be much more efficient than browsing them in a library. I tend to hear from diverse people who would enjoy some kind of academic status for this very reason: library privileges matter.

A third category of “victims” of CURBA privileges are non-Canadian academics. Since most of them may only contribute indirectly to Canadian society, why should they have access to Canadian resources? As any social context, the national academe defines insiders and outsiders. While academics are typically inclusive, this type of restriction seems to make sense. Yet many academics outside of Canada could benefit from access to resources broadly available to Canadian academics. In some cases, there are special agreements to allow outside scholars to get temporary access to local, regional, or national resources. Rather frequently, these agreements come with special funding, the outside academic being a special visitor, sometimes with even better access than some local academics.  I have very limited knowledge of these agreements (apart from infrequent discussions with colleagues who benefitted from them) but my sense is that they are costly, cumbersome, and restrictive. Access to local resources is even more exclusive a privilege in this case than in the CURBA case.

Which brings me to my main point about the issue: we all need open access.

When I originally thought about how impressive CURBA privileges were, I was thinking through the logic of the physical library. In a physical library, resources are scarce, access to resources need to be controlled, and library privileges have a high value. In fact, it costs an impressive amount of money to run a physical library. The money universities invest in their libraries is relatively “inelastic” and must figure quite prominently in their budgets. The “return” on that investment seems to me a bit hard to measure: is it a competitive advantage, does a better-endowed library make a university more cost-effective, do university libraries ever “recoup” any portion of the amounts spent?

Contrast all of this with a “virtual” library. My guess is that an online collection of texts costs less to maintain than a physical library by any possible measure. Because digital data may be copied at will, the notion of “scarcity” makes little sense online. Distributing millions of copies of a digital text doesn’t make the original text unavailable to anyone. As long as the distribution system is designed properly, the “transaction costs” in distributing a text of any length are probably much less than those associated with borrowing a book.  And the differences between “browsing” and “borrowing,” which do appear significant with physical books, seem irrelevant with digital texts.

These are all well-known points about online distribution. And they all seem to lead to the same conclusion: “information wants to be free.” Not “free as in beer.” Maybe not even “free as in speech.” But “free as in unchained.”

Open access to academic resources is still a hot topic. Though I do consider myself an advocate of “OA” (the “Open Access movement”), what I mean here isn’t so much about OA as opposed to TA (“toll-access”) in the case of academic journals. Physical copies of periodicals may usually not be borrowed, regardless of library privileges, and online resources are typically excluded from borrowing agreements between institutions. The connection between OA and my perspective on library privileges is that I think the same solution could solve both issues.

I’ve been thinking about a “global library” for a while. Like others, the Library of Alexandria serves as a model but texts would be online. It sounds utopian but my main notion, there, is that “library privileges” would be granted to anyone. Not only senior scholars at accredited academic institutions. Anyone. Of course, the burden of maintaining that global library would also be shared by anyone.

There are many related models, apart from the Library of Alexandria: French «Encyclopédistes» through the Englightenment, public libraries, national libraries (including the Library of Congress), Tim Berners-Lee’s original “World Wide Web” concept, Brewster Kahle’s Internet Archive, Google Books, etc. Though these models differ, they all point to the same basic idea: a “universal” collection with the potential for “universal” access. In historical perspective, this core notion of a “universal library” seems relatively stable.

Of course, there are many obstacles to a “global” or “universal” library. Including issues having to do with conflicts between social groups across the Globe or the current state of so-called “intellectual property.” These are all very tricky and I don’t think they can be solved in any number of blogposts. The main thing I’ve been thinking about, in this case, is the implications of a global library in terms of privileges.

Come to think of it, it’s possible that much of the resistance to a global library have to do with privilege: unlike me, some people enjoy privilege.

Selling Myself Long

Been attending sessions by Meri Aaron Walker about online methods to get paid for our expertise. Meri coaches teachers about those issues.


There’s also a LearnHub “course”: Jumpstart Your Online Teaching Career.

Some notes, on my own thinking about monetization of expertise. Still draft-like, but RERO is my battle cry.

Some obstacles to my selling expertise:

  • My “oral personality.”
  • The position on open/free knowledge in academia and elsewhere.
  • My emphasis on friendship and personal rapport.
  • My abilities as an employee instead of a “boss.”
  • Difficulty in assessing the value of my expertise.
  • The fact that other people have the same expertise that I think I have.
  • High stakes (though this can be decreased, in some contexts).
  • My distaste for competition/competitiveness.
  • Difficulty at selling and advertising myself (despite my social capital).
  • Being a creative generalist instead of a specialist.

Despite all these obstacles, I have been thinking about selling my services online.

One reason is that I really do enjoy teaching. As I keep saying, teaching is my hobby (when I get paid, it’s to learn how to interact with other learners and to set up learning contexts).

In fact, I enjoy almost everything in teaching (the major exception being grading/evaluating). From holding office hours and lecturing to facilitating discussions and answering questions through email. Teaching, for me, is deeply satisfying and I think that learning situations which imply the role of a teacher still make a lot of sense. I also like more informal learning situations and I even try to make my courses more similar to informal teaching. But I still find specific value in a “teaching and learning” system.

Some people seem to assume that teaching a course is the same thing as “selling expertise.” My perspective on learning revolves to a large extent on the difference between teaching and “selling expertise.” One part is that I find a difference between selling a product or process and getting paid in a broader transaction which does involve exchange about knowledge but which isn’t restricted to that exchange. Another part is that I don’t see teachers as specialists imparting their wisdom to eager masses. I see knowledge as being constructed in diverse situations, including formal and informal learning. Expertise is often an obstacle in the kind of teaching I’m interested in!

Funnily enough, I don’t tend to think of expertise as something that is easily measurable or transmissible. Those who study expertise have ways to assess something which is related to “being an expert,” especially in the case of observable skills (many of those are about “playing,” actually: chess, baseball, piano…). My personal perspective on expertise tends to be broader, more fluid. Similar to experience, but with more of a conscious approach to learning.

There also seems to be a major difference between “breadth of expertise” and “topics you can teach.” You don’t necessarily need to be very efficient at some task to help someone learn to do it. In fact, in some cases, being proficient in a domain is an obstacle to teaching in that domain, since expertise is so ingrained as to be very difficult to retrieve consciously.

This is close to “do what I say, not what I do.” I even think that it can be quite effective to actually instruct people without direct experience of these instructions. Similar to consulting, actually. Some people easily disagree with this point and some people tease teachers about “doing vs. teaching.” But we teachers do have a number of ways to respond, some of them snarkier than others. And though I disagree with several parts of his attitude, I quite like this short monologue by Taylor Mali about What Teachers Make.

Another reason I might “sell my expertise” is that I genuinely enjoy sharing my expertise. I usually provide it for free, but I can possibly relate to the value argument. I don’t feel so tied to social systems based on market economy (socialist, capitalist, communist…) but I have to make do.

Another link to “selling expertise” is more disciplinary. As an ethnographer, I enjoy being a “cultural translator.” of sorts. And, in some cases, my expertise in some domains is more of a translation from specialized speech into laypeople’s terms. I’m actually not very efficient at translating utterances from one language to another. But my habit of navigating between different “worlds” makes it possible for me to bridge gaps, cross bridges, serve as mediator, explain something fairly “esoteric” to an outsider. Close to popularization.

So, I’ve been thinking about what can be paid in such contexts which give prominence to expertise. Tutoring, homework help, consulting, coaching, advice, recommendation, writing, communicating, producing content…

And, finally, I’ve been thinking about my domains of expertise. As a “Jack of All Trades,” I can list a lot of those. My level of expertise varies greatly between them and I’m clearly a “Master of None.” In fact, some of them are merely from personal experience or even anecdotal evidence. Some are skills I’ve been told I have. But I’d still feel comfortable helping others with all of them.

I’m funny that way.

Domains of  Expertise


  • Conversation
  • Reading
  • Writing
  • Culture
  • Literature
  • Regional diversity
  • Chanson appreciation

Bamanan (Bambara)

  • Greetings
  • Conversation

Social sciences

  • Ethnographic disciplines
  • Ethnographic field research
  • Cultural anthropology
  • Linguistic anthropology
  • Symbolic anthropology
  • Ethnomusicology
  • Folkloristics


Language studies

  • Language description
  • Social dimensions of language
  • Language change
  • Field methods


  • Critical thinking
  • Lifelong learning
  • Higher education
  • Graduate school
  • Graduate advising
  • Academia
  • Humanities
  • Social sciences
  • Engaging students
  • Getting students to talk
  • Online teaching
  • Online tools for teaching

Course Management Systems (Learning Management Systems)

  • Oncourse
  • Sakai
  • WebCT
  • Blackboard
  • Moodle

Social networks

  • Network ethnography
  • Network analysis
  • Influence management

Web platforms

  • Facebook
  • MySpace
  • Ning
  • LinkedIn
  • Twitter
  • Jaiku
  • YouTube
  • Flickr


  • Cultural dimensions of music
  • Social dimensions of music
  • Musicking
  • Musical diversity
  • Musical exploration
  • Classical saxophone
  • Basic music theory
  • Musical acoustics
  • Globalisation
  • Business models for music
  • Sound analysis
  • Sound recording


  • Homebrewing
  • Brewing techniques
  • Recipe formulation
  • Finding ingredients
  • Appreciation
  • Craft beer culture
  • Brewing trends
  • Beer styles
  • Brewing software


  • Homeroasting
  • Moka pot brewing
  • Espresso appreciation
  • Coffee fundamentals
  • Global coffee trade

Social media


  • Diverse uses of blogging
  • Writing tricks
  • Workflow
  • Blogging platforms


  • Advantages of podcasts
  • Podcasts in teaching
  • Filming
  • Finding podcasts
  • Embedding content


  • Trends
  • Geek culture
  • Equipment
  • Beta testing
  • Troubleshooting Mac OS X

Online Life


  • Mailing-lists
  • Generating discussions
  • Entering communities
  • Building a sense of community
  • Diverse types of communities
  • Community dynamics
  • Online communities


  • Enjoying food
  • Cooking
  • Baking
  • Vinaigrette
  • Pizza dough
  • Bread


  • Montreal, Qc
  • Lausanne, VD
  • Bamako, ML
  • Bloomington, IN
  • Moncton, NB
  • Austin, TX
  • South Bend, IN
  • Fredericton, NB
  • Northampton, MA


  • Carfree living
  • Public transportation
  • Pedestrian-friendly places

Tools I Use

  • PDAs
  • iPod
  • iTunes
  • WordPress.com
  • Skype
  • Del.icio.us
  • Diigo
  • Blogger (Blogspot)
  • Mac OS X
  • Firefox
  • Flock
  • Internet Explorer
  • Safari
  • Gmail
  • Google Calendar
  • Google Maps
  • Zotero
  • Endnote
  • RefWorks
  • Zoho Show
  • Wikipedia
  • iPod touch
  • SMS
  • Outlining
  • PowerPoint
  • Slideshare
  • Praat
  • Audacity
  • Nero Express
  • Productivity software

Effective Web searches


  • Social capital
  • Entering the field
  • Creating rapport
  • Event participation
  • Event hosting

Computer Use

  • Note-taking
  • Working with RSS feeds
  • Basic programing concepts
  • Data manipulations

Research Methods

  • Open-ended interviewing
  • Qualitative data analysis


  • Hedonism
  • Public speaking
  • GERD
  • Strabismus
  • Moving
  • Cultural awareness

Less Than 30 Minutes


At 20:27 (EST) on Saturday, November 17, 2007, I post a blog entry on the archaic/rare French term «queruleuse» (one equivalent of “querulous”). At 20:54 (EST) of the same day, Google is already linking my main blog page as the first page containing the term “queruleuse” and as the fourth page containing the term “querulente.” At that point in time, the only other result for “queruleuse” was to a Google Book. Interestingly enough, a search in Google Book directly lists other Google Books containing that term, including different versions of the same passage. These other books do not currently show up on the main Google search for that term. And blogs containing links to this blog are now (over two hours after my «queruleuse» post) showing above the Google Book in search results.

Now, there’s nothing very extraordinary, here. The term «queruleuse» is probably not the proper version of the term. In fact, «querulente» seems a bit more common. Also, “querulous” and “querulent” both exist in English, and their definitions seem fairly similar to the concept to which «queruleuse» was supposed to refer. So, no magic, here.

But I do find it very interesting that it takes Google less than a half hour for Google to update its database to show my main page as the first result for a term which exists in its own Google Books database.

I guess the reason I find it so interesting is that I have thought a bit about SEO, Search Engine Optimization. I usually don’t care about such issues but a couple of things made me think about Google’s PageRank specifically.

One was that someone recently left a comment on this very blog (my main blog, among several), asking how long it took me to get a PageRank of 5. I don’t know the answer but it seems to me that my PageRank hasn’t varied since pretty much the beginning. I don’t use the Google Toolbar in my main browser so I don’t really know. But when I did look at the PR indicator on this blog, it seemed to be pretty much always at the midway point and I assumed it was just normal. What’s funny is that, after attending a couple Yulblog meetings more than a year ago, someone mentioned my PageRank, trying to interpret why it was so high. I checked that Yulblogger’s blog recently and it has a PR of 6, IIRC. Maybe even 7. (Pretty much an A-List blogger, IMHO.)

The other thing which made me think about PageRank is a discussion about it on a recent episode of the This Week in Tech (TWiT) “netcast” (or “podcast,” as everybody else would call it). On that episode, Chaos Manor author Jerry Pournelle mused about PageRank and its inability to provide a true measure of just about anything. Though most people would agree that PageRank is a less than ideal measure for popularity, influence, or even relevance, Pournelle’s point was made more strongly than “consensus opinion among bloggers.” I tend to agree with Pournelle. 😉

Of course, some people probably think that I’m a sore loser and that the reason I make claims about the irrelevance of PageRank is that I’d like to get higher in a blogosphere’s hierarchy. But, honestly, I had no idea that PR5 might be a decent rank until this commenter asked me about. Even when the aforementioned Yulblogger talked about it, I didn’t understand that it was supposed to be a rather significant number. I just thought this blogger was teasing (despite not being a teaser).

Answering the commenter’s question as to when my PR reached 5, I talked about the rarity of my name. Basically, I can always rely on my name being available on almost any service. Things might change if a distant cousin gets really famous really soon, of course… ;-) In fact, I’m wondering if talking about this on my blog might push someone to use my name for some service just to tease/annoy me. I guess there could even be more serious consequences. But, in the meantime, I’m having fun with my name’s rarity. And I’m assuming this rarity is a factor in my PageRank.

Problem is, this isn’t my only blog with my name in the domain. One of the others is on Google’s very own Blogger platform. So I’m guessing other factors contribute to this (my main) blog’s PageRank.

One factor is likely to be my absurdly long list of categories. Reason for this long list is that I was originally using them as tags, linked to Technorati tags. Actually, I recently shortened this list significantly by transforming many categories into tags. It’s funny that the PageRank-interested commenter replied to this very same post about categories and tags since I was then positing that the modification to my categories list would decrease the number of visits to this blog. Though it’s hard for me to assess an actual causal link, I do get significantly less visits since that time. And I probably do get a few more comments than before (which is exactly what I wanted). AFAICT, WordPress.com tags still work as Technorati tags so I have no idea how the change could have had an impact. Come to think of it, the impact probably is spurious.

A related factor is my absurdly long blogroll. I don’t “do it on purpose,” I just add pretty much any blog I come across. In fact, I’ve been adding most blogs authored by MyBlogLog visitors to this blog (those you see on the right, here). Kind of as a courtesy to them for having visited my blog. And I do the same thing with blogs managed by people who comment on this blog. I even do it with blogs by pretty much any Yulblogger I’ve come across, somehow. All of this is meant as a way to collect links to a wide diversity of blogs, using arbitrary selection criteria. Just because I can.

Actually, early on (before I grokked the concept of what a blogroll was really supposed to be), I started using the “Link This” bookmarklet to collect links whether they were to actual blogs or simply main pages. I wasn’t really using any Social Networking Service (SNS) at that point in time (though I had used some SNS several years prior) and I was thinking of these lists of people pretty much the same way many now conceive of SNS. Nowadays, I use Facebook as my main SNS (though I have accounts on other SNS, including MySpace). So this use of links/blogrolls has been superseded by actual SNS.

What has not been superseded and may in fact be another factor for my PageRank is the fact that I tend to keep links of much of the stuff I read. After looking at a wide variety of “social bookmarking systems,” I recently settled on Spurl (my Spurl RSS). And it’s not really that Spurl is my “favourite social bookmarking system evah.” But Spurl is the one system which fits the most in (or least disrupts) my workflow right now. In fact, I keep thinking about “social bookmarking systems” and I have lots of ideas about the ideal one. I know I’ll be posting some of these ideas someday, but many of these ideas are a bit hard to describe in writing.

At any rate, my tendency to keep links on just about anything I read might contribute to my PageRank as Google’s PageRank does measure the number of outgoing links. On the other hand, the fact that I put my Spurl feed on my main page probably doesn’t have much of an impact on my PageRank since I started doing this a while after I started this blog and I’m pretty sure my PageRank remained the same. (I’m pretty sure Google search only looks at the actual blog entries, not the complete blog site. But you never know…)

Now, another tendency I have may also be a factor. I tend to link to my own blog entries. Yeah, I know, many bloggers see this as self-serving and lame. But I do it as a matter of convenience and “thought management.” It helps me situate some of my “streams of thought” and I like the idea of backtracking my blog entries. Actually, it’s all part of a series of habits after I started blogging, 2.5 years ago. And since I basically blog for fun, I don’t really care if people think my habits are lame.

Sheesh! All this for a silly integer about which I tend not to think. But I do enjoy thinking about what brings people to specific blogs. I don’t see blog statistics on any of my other blogs and I get few enough comments or trackbacks to not get much data on other factors. So it’s not like I can use my blogs as a basis for a quantitative study of “blog influence” or “search engine relevance.”

One dimension which would interesting to explore, in relation to PageRank, is the network of citations in academic texts. We all know that Brin and Page got their PageRank idea from the academic world and the academic world is currently looking at PageRank-like measures of “citation impact” (“CitationRank” would be a cool name). I tend to care very little about the quantitative evaluation of even “citation impact” in academia, but I really am intrigued by the network analysis of citations between academic references. One fun thing there is that there seems to be a high clustering coefficient among academic papers in some research fields. In some cases, the coefficient itself could reveal something interesting but the very concept of “academic small worlds” may be important to consider. Especially since these “worlds” might integrate as apparently-coherent (and consistent) worldviews.

Groupthink, anyone? 😉

Open Access in Canada: CIHR Weighs In

This could be big news. Canada’s major health-research agency has announced policy support for Open Access.

Open access to health research publications: CIHR unveils new policy – CIHR

“This open access policy will serve as a model for other funding agencies”

On the other hand, this policy sounds “non-binding”:

CIHR will require its researchers to ensure that their original research articles are freely available online within six months of publication.

grant recipients must make every effort to ensure that their peer-reviewed research articles are freely available as soon as possible after publication

So, it’s not as strong as some other mandates out there. But that might not be such a bad thing either. The benefits of OA are sufficiently clear that the only thing which is needed is that it becomes common practise. If some researchers fail to comply right away, punishing them might not be the most appropriate action. In fact, the way the press release is written, the policy seems to encourage a positive attitude toward OA which sounds quite convincing in the context of Canadian academia.
There have been lots of talk about OA in Canada and elsewhere, but this action by the CIHR can have important consequences.

Personally, and though colleagues surely disagree, I appreciate the fact that “the public” is included in the statement:

As a publicly-funded organization, we have a responsibility to ensure that new advances in health research are available to those who need it and can use it – researchers world-wide, the public and policy makers.

Oh, sure, this doesn’t mean that patients will suddenly be able to use all sorts of information about diseases they may have. We all know about the dangers of self-diagnosis, so that might not be a good thing. The health science literature is difficult enough to understand that chances are that broad readership by the general public may not apply. But the point is made that research (applied or basic) is done for the common good. Not just to get tenure in a university. One thing which might happen, from OA, is that careers in research get started because of access to research documents. Instead of keeping research in the Ivory Tower, research can be more easily distributed to anyone. This can even prevent the spread of disinformation!

For one thing, Open Access to research publications makes a lot of sense in a society which gives so much importance to free access to information. IMHO, the social significance of the Canadian Access to Information Act is often underestimated.

I do hope agencies such as SSHRC will adopt policies similar to the CIHR. Actually the SSHRC has been active in terms of OA, but AFAICT, doesn’t “require its researchers to ensure that their original research articles are freely available online within six months of publication.” OTOH, the SSHRC does have an initiative to support OA journals financially.

Looking forward to what well-known OA advocates will say about this. Surely, they’ll be more critical than I am, saying that this action, on the part of the CIHR, is but one step in the direction of generalised OA.

I may be overly enthusiastic here. But I do think this can be a turning point in Canadian academia.

Schools, Research, Relevance

The following was sent to the Moodle Lounge.

Business schools and research | Practically irrelevant? | Economist.com

My own reaction to this piece…
Well, well…
The title and the tone are, IMHO, rather inflammatory. For those who follow tech news, this could sound like a column by John C. Dvorak. The goal is probably to spark conversation about the goals of business schools. Only a cynic (rarely found in academia 😛 ) would say that they’re trying to increase readership. 😎

The article does raise important issues, although many of those have been tackled in the past. For instance, the tendency for educational institutions to look at the short-term gains of their “employees’ work” for their own programs instead of looking at the broader picture in terms of social and human gains. Simple rankings decreasing the diversity of programmes. Professors who care more about their careers than about their impact on the world. The search for “metrics” in scholarship (citation impact, patents-count, practical impact…). The quest for prestige. Reluctance to change. Etc.

This point could lead to something interesting:

AACSB justifies its stance by saying that it wants schools and faculty to play to their strengths, whether they be in pedagogy, in the research of practical applications, or in scholarly endeavour.

IMHO, it seems to lead to a view of educational institutions which does favour diversity. We need some schools which are really good at basic research. We need other schools (or other people at the same schools) to be really good ast creating learning environments. And some people should be able to do the typical goal-oriented “R&D” for very practical purposes, with business partners in mind. It takes all kinds. And because some people forget the necessity for diverse environments, it’s an important point to reassess.
The problem is, though, that the knee-jerk reaction apparently runs counter to the “diversity” argument. Possibly because of the AACSB’s own recommendations or maybe because of a difference of opinion, academics (and the anonymous Economist journalist) seem to understand the AACSB’s stance as meaning that all programs should be evaluated with the exact same criteria which give less room for basic research. Similar things have been done in the past and, AFAICT, basic research eventually makes a comeback, one way or the other. A move toward “practical outcomes” is often a stopgap measure in a “bearish” context.

To jump on the soapbox for a second. I personally do think that there should be more variety in academic careers, including in business schools. Those who do undertake basic research are as important as the others. But it might be ill-advised to require every faculty member at every school to have an impressive research résumé every single year. Those people whose “calling” it is to actually teach should have some space and should probably not be judged using the same criteria as those who perceive teaching as an obstacle in their research careers. This is not to say that teachers should do no research. But it does mean that requiring proof of excellence in research of everyone involved is a very efficient way to get both shoddy research and dispassionate teaching. In terms of practical implications for the world outside the Ivory Tower, often subsumed under the category of “Service,” there are more elements which should “count” than direct gain from a given project with a powerful business partner. (After all, there is more volatility in this context than in most academic endeavours.) IMHO, some people are doing more for their institutions by going “in the world” and getting people interested in learning than by working for a private sponsor. Not that private sponsors are unimportant. But one strength of academic institutions is that they can be neutral enough to withstand changes in the “market.”

Phew! 😉

Couldn’t help but notice that the article opens the door for qualitative and inductive research. Given the current trend in and toward ethnography, this kind of attitude could make it easier to “sell” ethnography to businesses.
What made me laugh in a discussion of video-based ethnographic observation is that they keep contrasting “ethnography” (at least, the method they use at EverydayLives) with “research.” 😀

The advantage of this distinction, though, in the context of this Economist piece, is that marketeers and other business-minded people might then see ethnography as an alternative for what is perceived as “practically irrelevant” research. 💡